1. Engaging younger students in IEP meetings and transition planning
Malarie Deardorff
University of Oklahoma

2. Why should I start transition earlier?
Students with intellectual disabilities who began transition services at 14 rather than 16 had better employment outcomes (Cimera, Burgess, Bedsem, 2014).
Students with ASD who received eariler transition services were more likely to be employed, earn higher wages, and cost less to serve (Cimera, Burgess, & Wiley, 2013).
Many predictors of positive post-secondary outcomes can be instructed at earlier ages providing longer time for students to attain the skills needed to reach their post-secondary goals.

3. Predictors of Positive postsecondary Outcomes
Postsecondary Education (Burnes et al., 2017)
Interacting with others
Student involvement in the IEP
Support community
Goal setting and Attainment
Post Secondary Education (Burnes et al., 2017)
Employment
Student Involvement in the IEP
Support Community
Interacting with Others
Post-Secondary Education (Test et al., 2009)
Career Awareness
Inclusion in General Education
Interagency Collaboration
Self-Determination
Independent living skills
Social Skills
Student Support
Transition Program
Post-Secondary Employment
All the above
Plus- Community Experiences and Parental Involvement

4. Presentation Objectives
Participants will learn how to incorporate the predictors of positive post-secondary outcomes with instruction/practices geared toward younger students.

5. Self-Determination

6. Self-Determination What is self-determination?
Main constructs make up self-determination: Choice/Decision making, problem solving, goal setting and attainment, self-regulation, disability awareness, and self- advocacy (Rowe et al., 2015).
Each construct is applicable to elementary students

7. Self-Determination
Research shows positive results for self-determination instruction at the elementary level for students with or without disabilities.
Research shows students in ECE programs benefit from self- determination instruction.
Palmer (2010) self-determination is a life-long process that begins in early childhood and throughout adulthood that is shaped by our experiences and opportunities.

8. Self-Determination
Powers et al. (2012) found graduation rates were higher individuals with disabilities who were self-determined. Those individuals were also more likely to attend post-secondary education and be employed. In ADDITION, they were more likely to live independently and participate in leisure activities.

9. Self-Determination Resources
I’m Determined—Elementary Self-Determination Checklist
elementarystudentself-assessment.pdf
I’m Determined.org

10. I’m Determined self-determination checklist Elementary

11. Disability Awareness

12. Disability Awareness Me! Bell Ringers for Elementary/Secondary
Teach self-awareness, self-advocacy, goal- setting, and about the IEP
and-partnerships/zarrow/transition-education- materials/transition-bell-ringers.html
Example Questions
What do others like about me?
What are three things you do well at school? At Home?
What is your LEAST favorite class? Why?
What is a disability?
What is an IEP?

13. Ready-Made PowerPoints
Bell-Ringer Details
Time to Teach
5-10 minutes once a week at the beginning of the class
Skills
self-awareness
disability awareness
goal setting
knowledge to lead an IEP
financial literacy
Ready-Made PowerPoints
150 Transition Bell Ringers Total
50 Elementary Transition
50 Secondary Transition
50 Secondary Financial Literacy

14. Other ideas to teach disability awareness:
Researching disability to create a notebook or presentation about their disability
Create a poster or one-pager about their disability
Understanding their strengths and limitations
Understand how their strengths help them overcome limitations
Explaining the “pink folder” and assessment results

15. Problem-solving

16. Created by:
Malarie Deardorff

17. Goal setting and attainment

18. Take Action
partnerships/zarrow/choicemaker- curriculum/choicemaker-self-determination- materials.html

19. Take Action Example

21. SDLMI Self-Determined Learning Model of Instruction
Teacher’s Guide with blank Reproducible
content/uploads/2017/04/SDLMI-Teachers-Guide_ pdf

24. involving Students in their IEP

25. Student involvement in the IEP
One-pagers
What I like/dislike
Self-Directed IEP
PowerPoint presentation

26. Includes pictorial and text version of:
One-Pagers
Includes pictorial and text version of:
Preferences
Strengths
Limitations
Interests

28. What I like/Dislike
Likes
Dislikes
*Pictures
*Words

29. Self-Directed IEP Zarrow Center Website Videos IEP Scripts
curriculum/self-directed-iep.html
IEP Scripts
Play to practice in class
11 steps of the Self-Directed IEP
curriculum/choicemaker-self-determination-materials.html

32. PowerPoint presentations
Based on the IEP script, break down into a PowerPoint presentation.
State the Purpose
Introduce those in attendance slide
Use Pictures or Text
Review Past Goals and Performance
Examples of Accommodations

33. Self-determination assessments
AIR Self-Determination Scale
The authors of the AIR state in their user-handbook
“The scale is designed to be used with all school-age students. Kindergartners must learn how to make kindergarten decisions—what to wear, which friends to make—so they can make 21year-old decisions—where to live, what career to seek—when they are 21.”
I’m Determined Self-Determination Checklist
Self-Determination Inventory
Ages 13-21

34. Linking Self-Determination Instruction to Academics

35. Linking self-determination to academics
Graphic organizers
Compare and Contrast
Strengths and Limitations
SSS Problem Solving Strategy

36. Linking self-determination to academics
Graphic organizers
Compare and Contrast
Strengths and Limitations
SSS Problem Solving Strategy
Books to teach strengths and limitations, interacting with others, problem-solving, disability awareness
It’s Not Easy Being a Bunny

37. Linking self-determination to academics
Books to teach strengths and limitations, interacting with others, problem-solving, disability awareness
It’s Not Easy Being a Bunny
The Talented Clementine
Flowers for Algernon

38. Transition in elementary school
College View
Exploring the types of colleges using filters
Career exploration
O* Net e/ip
Community Experiences
Library section on Careers

41. Transition assessments-postsecondary employment
O*Net
Paws in Jobland
Skills to pay the Bills
Pictorial Interest Inventory

42. Transition assessments-independent living
Employability/Life Skills Assessment
Ages 6 to 13
Life Skills Inventory
ory.pdf

44. My contact information
Malarie E. Deardorff Zarrow Center for Learning Enrichment

45. References
Burnes, J. J., Martin, J. E., Terry, R., Hennessey, M. N., & McConnell, A. E. (2017). Predicting postsecondary education and employment outcomes using the results from the Transition Assessment and Goal Generator (TAGG). Career Development and Transition for Exceptional Individuals. Advance online publication. doi: /
Cimera, R. E., Burgess, S., & Bedesem, P. L. (2014). Does providing transition services by age 14 produce better vocational outcomes for students with intellectual disabilities? Research and Practice for Persons with Severe Disabilities, 39, doi: /
Cimera, R. E., Burgess, S., & Wiley, A. (2013). Does providing transition services early enable students with ASD to achieve better vocational outcomes as adults? Research and Practice for Persons with Severe Disabilities, 38,
Palmer, S. B. (2010). Self-determination: A life-span perspective. Focus on Exceptional Children, 42(6), 1-16.
Powers, L. E., Geenen, S., Powers, J., Pommier-Staya, S., Turner, A., Dalton, L. D.,…Swank, P. (2012). My life: Effects of a longitudinal, randomized study of self-determination enhancement on the transition outcomes of youth in foster care and special education. Children and Youth Services Review, 34,
Rowe, D. A., Alverson, C. Y., Unrun, D. K., Fowler, C. H. Kellems, R., & Test, D. W. (2014). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 1, doi: /
Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kostering, L., & Kohler, P. (2009). Evidence-based secondary transition for improving postschool outcomes for students with disabilities. Career Development for Exceptional Children, 32, doi: /